Reading Assessment: GORT- 4 (Gray Oral Reading Test -4) By: Susan Zirpoli 3/24/11 For the great teachers at South Carroll High School.

Reading Assessment:GORT- 4 (Gray Oral Reading Test -4)

By: Susan Zirpoli

3/24/11

For the great teachers at

South Carroll High School

WHAT IS YOUR QUESTION?

Why are you assessing?

What component of Reading are you assessing?

Remember: Tests do not diagnose- people do. + IT TAKES A TEAM Use multiple assessments to diagnose.

Don’t forget classroom performance, screening, IRIs, running records, classroom observation, other?

Reading Assessment Handout:Special Education MatrixOrganized by the Big 5

• Phonemic Awareness• Phonics• Fluency • Vocabulary• Comprehension National Reading Panel (2000)

Grey Oral Reading Test-4 (GORT-4)

Fluency

Comprehension

GORT 4: Test Administration

1:1 Grades 1-12 Time: 30-45 minutes Ceilings: 2 separate

1 for fluency - Timer needed.

1 for comprehension

WHY: GORT- 4

Norm-referenced, reliable and valid test of

Oral Reading • RATE• ACCURACY• FLUENCY (Rate + Accuracy)• COMPREHENSION• OVERALL READING ABILITY (Combination of student’s Fluency & Comprehension Scores)

PURPOSE

ID students with Problems – pg. 4 Determine Strengths & Weaknesses –

pg. 4 Document Progress – pg. 5

2 equivalent forms available Research

ADMINISTRATION

Practice Essential - (test your child, the neighbor, the dog- get comfortable before testing students)

READ THE MANUAL (place post-its to parts you need to access quickly)

Validity/Reliability based on standard administration- don’t deviate from the script.

MATERIALS NEEDED

Timer Tape Recorder (highly recommended-

especially for analysis of miscues) Manual Student Book (contains stories that the

student reads) Profile/Examiner Record Booklet

TEACHER DIRECTIONS pg.15

Place post-its in technical manual.

This is especially important where verbatim teacher directions are given.

THIS IS WHAT MAKES IT A STANDARDIZED TEST.

General Scoring

Time- indicate time in seconds at the end of each passage.

Deviation from Print- the # of errors or miscues. These include:– Substitutions– Additions– Omissions

Comprehension Score-# correct Converting Time & Deviations from Print to

Rate and Accuracy

MARKING DEVIATIONS FROM PRINT pg. 17

READ THIS PAGE CAREFULLY

What counts as an error:• Substitutions • Additions• Omissions

MARKING MISCUES

See page 17- slashes

More in-depth analysis – pg. 19MISCUE MARKING SYSTEM

PRACTICE Administration

Let’s use Story 5 from Form A

Mark errors with slashes while I read.

Don’t forget timer and tape recorder

Practice Scoring:

Rate, Accuracy, Fluency and Comprehension.

Miscue Analysis

Story 5 & 6 exemplarsNote miscue marking system while I read

stories. Now look at Sample 2 Form –

Miscue Analysis Worksheet This is optional but assists with

instructional recommendations.

Miscue Analysis informs instruction

Meaning Similarity Function Similarity Graphic/Phonemic Similarity Multiple Sources Self- Correction

(Guidelines for scoring -

BASALS & CEILINGS pg. 11-15

NOTE: THIS IS IMPORTANT!!!!!2 separate Basals & Ceilings: Comprehension Fluency

COMPREHENSION– pg. 11(Basals & Ceilings)

Establish ceiling first. Then go back to establish basal.

Basal – answers all 5 comprehension

questions correctly.Ceiling - misses 3 out of 5

comprehension questions or until the last story is read.

FLUENCY– pg. 13(Basals & Ceilings) pg.

Basal –When the fluency score for a story is 9 or 10

Ceiling –When the fluency score for a story is 2 or less.

Remember: Fluency is derived by adding Rate + Accuracy

PRACTICE SCORING

Student: Fancy Free– Compute Age– Where is basal/ceiling fluency?– Where is basal/ceiling comprehension?– Compute Raw Scores– Standard Scores, Percentile Ranks– Sum of Fluency and Comprehension SS– %ile– Oral Reading Quotient (ORC)

HOW DID FANCY DO?

Standard Scores – subtests/total?%ile RanksWhat does this mean?Strengths/Weaknesses?

HAPPY TESTING!

Thank You!